Persons with disabilities facing the mirage of the right to education: a systematic review of the literature.

Abstract

This article collects the educational path derived from the significant changes that havetaken place throughout the recent history of education in Spain and, specifically, in relationto people with disabilities. As a starting point, an analysis is carried out of thetransformations that have occurred in the discourse on the education of people withlower functional performance, until a historical approach is reached by virtue of which thedifferent stages and binding educational regulations are revealed (with national andinternational character), highlighting‒exclusively–those that have a direct impact on thequality of life of people in a situation of disabilities. As can be imagined, the history ofeducation in Spain has evolved as policies have changed their purposes around thediversity of students and their universality in the classroom. In this sense, the need to makevisible this new paradigm of human rights derived from the International Convention on theRights of Persons in a situation of Disabilities (UN, 2006) and, in contrast, the continuity of anational corpus juris that reveals the ineffectiveness of the State and other institutions toextinguish situations of discrimination on the grounds of low functional performance